@FLF_Lab

Dedicated to maximizing the developmental potential of all d/Deaf and hard-of-hearing children through theoretical & applied research. PI: Matt Hall, Temple U.

 Philadelphia, PA
Joined May 2020
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Language is like air: most of us don't appreciate how important it is until it's not there. Language helps us reason, learn, remember, solve problems, relate to others, regulate ourselves, and more! To reach their full potential, all DHH children need language: spoken or signed.
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Attending this year's ASHA Convention? Keep an eye out for this presentation, by @ASLresearch, Stephanie De Anda, and @naomicaselli! 2225V - Translating Research to Practice in Sign Language Acquisition: New Concepts, New Tools, New Data cdmcd.co/pEW9mk #ASHA2021
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Folks in MA, MD, VA, & DC will want to know about this new audiology telepractice, launching soon!
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New open-access article: Hall (2020, Frontiers in Psychology) "The Input Matters: Assessing Cumulative Language Input in DHH Individuals and Populations" Manuscript: frontiersin.org/articles/10.… ASL Summary (w/ English voiceover & captions): youtube.com/watch?v=HWlDoS0_…
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Existing approaches to measuring input don’t work: we need better methods. So we’re developing some new tools! Stay tuned…
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(In the same special issue, see also Rosenburg, @lieberman_amy , @naomicaselli , & Hoffmeister (2020)! frontiersin.org/articles/10.…)

Frontiers | The Development and Evaluation of a New ASL Text Comprehension Task

Work in literacy education over the past two decades has radically shifted the notion of literacy, broadening it to include the ability to engage with compos...

frontiersin.org
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What an honor to be in @acadeafic's top 3 articles of the past year, and in the company of such great scholars! Congrats to to all!
Acadeafic@acadeafic18 Jun 2020
Acadeafic recently turned one year old! 🎂 Want to know what our top 3 most viewed posts were the last year? Each of these posts had several thousand views. Drumroll... 🥁🥁
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Hall & Dills (2020, JDSDE), 1/7: The “crucial question”: what type(s) of linguistic input maximize a DHH child’s chances of mastering at least 1 language by school entry? We still lack good data. Why? In part, because of limitations in “communication mode” as a construct.
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6/7: (4) Distinguish sign languages from manual expressions of spoken languages. (5) Distinguish among various manual strategies for representing spoken languages. (6) Quantify *extent* of access to various types of input, not just presence/absence.
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7/7: (7) To create groups (e.g. as predictor variable), use bottom-up classification algorithms that will consider the child’s overall “language access profile”, and identify other child with similar experience across all dimensions. Manuscript: academic.oup.com/jdsde/advan…
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